Connected or Conflicted? Doctoral Students’ Evolving Perceptions of the Teaching-Research Relationship

2014 ◽  
Vol 35 (3) ◽  
pp. 402-425
Author(s):  
Michelle A. Maher ◽  
Joanna Gilmore ◽  
David Feldon ◽  
Telesia E. Davis
Keyword(s):  
Doctoral Students ◽  
Research Relationship ◽  
Teaching Research

Reflections on My Career: Lessons Learned and Opportunities Missed

2018 ◽  
Vol 33 (3) ◽  
pp. 35-42 ◽  
Author(s):  
Terry Shevlin
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Junior Faculty ◽  
Academic Profession ◽  
Lessons Learned ◽  
Special Issue ◽  
Missed Opportunities ◽  
Teaching Research ◽  
History Of

ABSTRACT Participating in this special issue has given me the opportunity to reflect on my career in terms of the choices I made, the lessons I learned, and the missed opportunities. I start with a brief history of my academic career to provide context for some of the lessons I have learned. After the chronological history, I discuss lessons learned, missed opportunities, and offer my thoughts on teaching, research, publishing, and service to the academic profession. I conclude with some takeaways that may be useful to doctoral students and junior faculty.

scholarly journals Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

2015 ◽  
Vol 8 (1) ◽  
pp. 25-32
Author(s):  
Maria G. Fabregas Janeiro ◽  
M. Leticia Gaeta Gonzalez
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Self Regulation ◽  
Teaching Experience ◽  
The United States ◽  
Research Software ◽  
Teaching Research ◽  
On Line ◽  
Level Of Understanding ◽  
The Impact

The College of Human Sciences at Oklahoma State University (OSU) and Universidad Popular Automa del Estado de Puebla (UPAEP) decided to offer Pedagogy Doctoral students from Mexico a 3 week co-teaching research methods experience. Two professors, one from each institution (OSU and UPAEP), designed the syllabus to offer a co-teaching experience in the United States. The objective of the course was to enhance students success in their research dissertation project, contributing to develop students autonomy and self-regulation while offering Mexican students an international experience at OSU and at the same time allowing students to access OSU facilities, including the library databases and different research software. Two evaluations were conducted to assess the effectiveness of the course and the impact in the students autonomous learning. The first assessment was conducted at the end of the course through a semi-structured personal interview. The second evaluation was conducted six months after concluding the experience and included one on-line survey. During both evaluations the students agreed that a co-teaching experience was beneficial because the course combined two kinds of expertise and the teaching styles of both professors. The study concluded that co-teaching experience was useful in the students journey to become autonomous learners and the level of understanding of the topics studied the students self-directed and self-regulated process and the achievement of the students expectations.

The Humboldtian ideal meets employability? University teachers and the teaching–research relationship in marketized higher education

2020 ◽  
Vol 34 (5) ◽  
pp. 303-311
Author(s):  
Nikos Macheridis ◽  
Alexander Paulsson ◽  
Håkan Pihl
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Critical Research ◽  
University Teachers ◽  
Research Relationship ◽  
Research And Teaching ◽  
Conflicting Objectives ◽  
Teaching Research ◽  
The Rich ◽  
The Relationship

This study examines how university teachers in two Swedish higher education institutions grapple with the challenge of connecting research and teaching. With the increasing pressure in higher education to improve graduate employability, teaching is expected to include skills-oriented, vocational training which may (or may not) conflict with the more traditional Humboldtian ideal, in which teaching is built on research. Drawing on the rich bodies of literatures on employability and the teaching–research relationship, the authors find that university teachers practice the relationship in four ways: by using scientific articles in the curriculum; by teaching students a critical research attitude; by lecturing about their own research results; and by relying on the formal skills of fellow teachers. These practices of establishing a close connection between teaching and research are, this study suggests, met with resistance from colleagues, who are perceived to favor vocational training and emphasize employability; from students, who are also perceived to worry about employability; and finally from other policies that target partially conflicting objectives, including those for employability.

scholarly journals Investigar, leer y escribir en la Universidad: El docente investigador mediador y aprendices investigadores autónomos / Investigate, Read and Write at the University: The researcher mediator teacher and autonomous research learners. Investigation project

2019 ◽  
Vol 7 (2) ◽  
pp. 51-63
Author(s):  
Sandra Eridia Nieto Useche
Keyword(s):  
Self Regulation ◽  
Formative Research ◽  
University Research ◽  
Research Projects ◽  
Student Research ◽  
Teaching And Research ◽  
Research Relationship ◽  
Teaching Research ◽  
Teacher Researcher ◽  
The University

ABSTRACTThis article is a creation in which converge experiences, inquiries, discussions raised in the background and the development of the project "Investigate, read and write at the university: the teacher researcher mediator and autonomous research learners", which identifies the problem around the orientation of formative research in undergraduate, in the teaching-research relationship; thus, it formulates the guiding question: How to guide the process of formative research in the formulation of research projects? This proposal includes experiences in teaching and research, in reading, writing, mediation and self-regulation processes. In addition, it recognizes the need to articulate student research and projects proposed as graduate work to the university research system.RESUMENEl artículo es una creación en la que convergen las experiencias, indagaciones, discusiones suscitadas en los antecedentes y el desarrollo del Proyecto “Investigar, leer y escribir en la universidad:el docente investigador mediador y aprendices investigadores autónomos”, que identifica la problemática sobre la orientación de investigación formativa en pregrado, en la relación docencia-investigación; así, formula la pregunta directriz ¿Cómo orientar el proceso de investigación formativa en la formulación de proyectos de investigación? La propuesta recoge la experiencia docente e investigativa en lectura, escritura, procesos de mediación y autorregulación. Además, reconoce la necesidad de articular los proyectos de investigación estudiantiles, planteados comotrabajos de grado, al sistema de investigación universitario.

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